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Friday, May 23, 2014

.... the video is a saving grace for the strong teacher that happens to be a “trouble maker” for the principal

....it is clear from the informal observations the APs look for the
glass half-empty. You’d think I was a Dr. Jekyll and Mr. Hyde of a
teacher comparing my formal with informal observation reports....

The UFT cannot let this stand. Video for the administrator to use, not the teacher?John Elfrank-Dana, CL Murry Bergtraum

Of course an AP with a grudge doesn't want a lesson taped. Imagine this scenario: A teacher uses a hidden camera to tape a lesson. The AP gives him a U. The teacher uses the video as a defense. The teacher gets brought up on charges for taping (one of the ridiculous charges against Portelos).
My advice: buy a mini-camera and hide it.

I'll let John continue:

I had my first and today, second, formal videoed by a colleague. I
firmly believe I wouldn’t have gotten an Effective rating for the first
formal if I didn’t have the video- they know their evaluation couldn’t
contradict the obvious level of engagement of my students. I know this
because it is clear from the informal observations the APs look for the
glass half-empty. You’d think I was a Dr. Jekyll and Mr. Hyde of a
teacher comparing my formal with informal observation reports. I know
this because of my own experience and numerous complaints from my
members. Many factual inaccuracies are typical in these observations.

This is why the video is a saving grace for the strong teacher that happens to be a “trouble maker” for the principal.

However, it looks like the UFT didn’t see how
video was treated in the final APPR. In the King decision it states that
video is at the discretion of the administrator.

“The use of video as an alternative
observational tool may only be used for the formal announced classroom
observation and/or informal/short unannounced classroom observation with
the express written consent of the teacher.” (p.15)

A teacher can have to agree if an
administrator wants to use the video. But, the video is for the
administrator to do his/her job. They even choose the clips to
reference.

"The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the Danielson Framework while filling out the rubric and writing observation analysis notes. Videos can also help during a post-observation conference to show a teacher what is being critiqued.”

No mention of a teacher-initiated video.

Thus, my AP said today, “No video… It’s my
call not yours and I don’t want this lesson videoed.” I knew she was
right… but, had an argument. Our principal last spring handed out flip
cams to many of us encouraging us to video. She even put on our IPC
forms the option to check of for video of formals if we wanted. I told
the AP that and insisted on continuing with the video. She said it will
be noted in the post ob that I was uncooperative. We videoed. It was
again, 100 percent engagement.

So, why did the principal change her mind (the
AP does and says nothing without the permission of the principal)?
Could it be that I have called her out for incompetence in the press?

The UFT cannot let this stand. Video for the administrator to use, not the teacher?

Then the AP brings up the fact that I don’t
have a media release form for the kids. I said, it’s for internal use.
It’s not going to be published. I don’t need one. Why don’t we have a
media release form for every student in the building for the
surveillance cameras then? Furthermore, the King decision mentions
nothing of a release form. But, fine. I can blur the faces of kids that
don’t return a release form by next week.

The bottom line is this- Why would she not
want the lesson videoed? There’s only ONE answer- So she can write what
ever the hell she wants and I have no way of proving her wrong.

1 comment:

I hate to say this but if Eterno was a thorn in the union's side and did not come to his nor his school's defense when it met its final days of existence, then John will suffer the same fate as Eterno. It's sad but true the union comes to the aids of those who have "learned helplessness".

Comments are welcome. Irrelevant and abusive comments will be deleted, as will all commercial links. Comment moderation is on, so if your comment does not appear it is because I have not been at my computer (I do not do cell phone moderating).

UFT Election Vote Comparison: 2004-10

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"Ed Reformers" want to cash in on public education and to control its content and outcome, not improve it. Provide great education? Baby boomers had as close as this country has ever gotten to it when we were growing up. The Ed Reform Movement has no interest in seeing such a well-educated, democratically astute population ever again.

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This award-winning series of articles by Jack Schierenbeck originally appeared in the New York Teacher in 1996 and 1997.

Naturally, from a certain point of view. But, despite certain biases, Schierenbeck, a great guy, was one of the best NY Teacher reporters so this is worth reading. Jack suffered a debilitating stroke many years ago (I used to get secret donations to ed notes from him through a 3rd source.)

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A video series put together by Jason Mann from the British Columbia Federation of Teachers about social media and how to use it for effective union organizing.

The first series was called New Media For Union Activists Roadmap and it's still available on-line at:http://www.newmediabootcamp.ca/welcome/I watched some of them and need to rewatch as they are loaded with information.

The second series started last week and it's called "Online Campaigning for Union Activists"

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Outsource our children

Harlem $ucce$$ Academy Ad

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A must read article about the standardized test industry.Written by an insider who has worked as a test scorer, the article outlines a multinational industry based on an army of temporary workers paid by the piece at $0.30 to $0.70 per test, translated in the need to grade 40 tests per hour to make a $12 salary. The article goes on to show how the companies gauge the grading "results" based on the need to ensure new contracts to continue profiting off of our youth. The original article is from Monthly Review. Here it is on Schools Matter blog.

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